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10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down, looks up and mouths “watch the ball”. It’s unnecessary for Matthew Lloyd to toss the grass. There’s no wind under the roof – it’s simply a routine that enables him to replicate his process under pressure. Ricky Pointing knows you have to watch the ball. Ponting wants the auto pilot light in his brain to fl ick on as he mutters “watch the ball”. High performance in sport is achieved through focusing on your processes, not the scores. It is absolutely no different in local government. Our business is governance and we need to be focusing very hard on our governance processes. We need to learn these processes, modify them when necessary, understand them deeply, repeat them under pressure and trust in our capabilities to deliver. If we do that, the scores will look after themselves. I want to share with you my ten most important elements in the governance process. Let me fi rst say that good governance is the set of processes, protocols, rules, relationships and behaviours which lead to consistently good decisions. In the end good governance is good decisions. You could make lots of good decisions without good governance. But you will eventually run out of luck – eventually, bad governance process will lead to bad decisions. Consistently good decisions come from good governance processes and practices. Good governance is not only a prerequisite for consistently good decisions, it is almost the sole determinant of your reputation. The way you govern, the ‘vibe’ in the community and in the local paper about the way you govern is almost the sole determinant of your reputation. Believe me, if reputation matters to you, then drive improvements through good governance. So here are the ten core elements: 1. THE COUNCIL PLAN An articulate council plan is a fundamental fi rst step to achieving your goals. It is your set of promises to your community for a four-year term. Unfortunately, there are too many wrong plans: • Claytons Plans – say too little and are too bland. Delete the name of the council from these plans and you can’t tell whose it is! There’s no ‘vibe’ at all. • Agreeable Plans – where everyone gets their bit in the plan. There’s no sense of priorities, everyone agrees with everything in the plan and we save all the real fi ghts and confl icts to be fought out one by one over the four-year term. • Opposition-creating Plans – we don’t do this so often but we sometimes ‘use the numbers’ to enable the dominant group of councillors to achieve their goals and fail to a.
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3 Vision Visioning is relatively easy. Casting a shared and clea.docx
3 Vision V
isioning is relatively easy. Casting a shared and clear vision, then holding one another accountable for its pursuit is what’s tough.
A vision is an expression of what a person or an organization cares about.
The insight to see new paths, the courage to try them, and judgment to measure results—these are the qualities of a leader. —MARY PARKER FOLLETT
WHY POLICE MANAGERS GET INTO TROUBLE!
The future isn’t what it used to be. —Yogi Berra Obviously police managers can get into trouble for a lot of reasons. The seven reasons I most often see follow. First, they choose to forfeit their integrity for the slick, fast, questionable shortcuts to success. Second, their vision isn’t shared by others. Third, the vision lacks clarity. Four, the vision may be great, but it is sorely void of a strategy for making it happen. Five, worse yet, it may contain a viable strategy, but there’s no built-in accountability. Six, some managers fail to recognize and deal with the existing culture.
We’ll tackle these issues in the following four sections:
• Vision
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VISION
If you have built castles in the air, your work need not be lost; that is where they should be. Now put the foundations under them. —Henry David Thoreau
A vision is stable; it doesn’t change often or much. After all, what we truly value does not flip-flop daily. Values are enduring and therefore visions are, too. A vision is a compass for maintaining a steady point toward a destination that we really care about. Strategy serves as a rudder for altering direction, speed, and tactics to successfully navigate the incoming tempest to change. Visions are constant while strategies vary.
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The remainder of this section covers (1) the ingredients or “recipe” for a vision, (2) building a shared vision or not, and (3) accountability. (The foundational need for a clear vision is a part of strategy.)
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Here are the key characteristics of vision:
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Values. A vision statement is loaded with values. It tells the reader precisely what the organization stands for and is prepared to be measured on.
Principled Decision Making. A shared vision should be judged on its ability to encourage principled decisions. Here’s the question: “Does my vision statement help me to know the wrong path while pointing to the right one?” When you study your shared vision, are you comfortable that it propels you toward moral high ground?
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3 Vision Visioning is relatively easy. Casting a shared and clea.docx
3 Vision V
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Recipe
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Purpose/Mission. Whether you call it a mission or a purpose, a vision statement must articulate the fundamental reason for the organization’s existence. It explains exactly why you exist and why you’re important.
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3 Vision V
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Principled Decision Making. A shared vision should be judged on its ability to encourage principled decisions. Here’s the question: “Does my vision statement help me to know the wrong path while pointing to the right one?” When you study your shared vision, are you comfortable that it propels you toward moral high ground?
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3 Vision Visioning is relatively easy. Casting a shared and clea.docx
3 Vision V
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1
by Dr. Edward Hale
Posted Oct 14, 2019
The Unit 3 Discussion Board (DB) is an exploration of policy writing – and the reasons they are
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Policies Address Problems
In your criminal justice career, it is quite possible that you will be tasked with developing a
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• The purpose of the policy. What is the underlying problem that necessitates the creation
of a policy?
• What is the overarching theory that is guiding the creation of the policy?
• What are the anticipated benefits?
• Provide a comparison of the benefits and disadvantages of the proposed policy.
• Provide an action plan that shows how it will be implemented.
Whenever you make a proposal, you will get proponents, as well as opponents, of your proposal.
Some people will agree with you and some will disagree. You’ll need to be prepared to describe
the advantages of your policy proposal, as well as being prepared to counter the alleged
disadvantages to your proposal. A policy proposal will be made to the stakeholders – and you
will have to determine who the stakeholders are. Your stakeholders could be city commissioners,
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• Schools
Unit 3 Discussion Board
How to Write a Policy
2
• Peer groups
• The workplace
• The community
• Society
Is there a crime fighting strategy (or a policy) that would directly or indirectly address any of
these root causes?
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1. Strain Theory 4. Labeling Theory
2. Social Learning Theory 5. Social Disorganization Theory
3. Control Theory 6. Critical Theories
These theories focus on different features of the social environment and they provide different
reasons why the social environment causes crime.
Root Problems
Some crime causation theories focus on individual differences in crime, while others explain
group differences in crime. For example, some communiti ...
1 by Dr. Edward Hale Posted Oct 14, 2019 Th.docx
1
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• What is the overarching theory that is guiding the creation of the policy?
• What are the anticipated benefits?
• Provide a comparison of the benefits and disadvantages of the proposed policy.
• Provide an action plan that shows how it will be implemented.
Whenever you make a proposal, you will get proponents, as well as opponents, of your proposal.
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Social Environment
Let’s return to the issue of crime causation. What is it? Crime causation simply explains the
causes of crime. In this context, the roots of crime are oftentimes found in the social
environment, which includes:
• The family
• Schools
Unit 3 Discussion Board
How to Write a Policy
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• Peer groups
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Is there a crime fighting strategy (or a policy) that would directly or indirectly address any of
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These theories focus on different features of the social environment and they provide different
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Program Transcript
[MUSIC PLAYING]
NARRATOR: In this program, Matthew Joseph describe some ethical issues
encountered by nonprofit organizations and explains how managers and leaders
might address them.
MATTHEW JOSEPH: Advocates for Children and Youth is an independent
organization. We don't take public funds so that we can be completely
independent of government, and we can say what we think is important for
children. And so we're very, very careful not to, in any way, have a situation
where we are constrained. And the price we pay is having to raise money for the
private sector every year for our funds.
So in terms of board members and staff, we have a strict conflict of interest issue
so that we would never be in a situation that we can't say this because a board
member is representing someone involved in our issue. So if that ever happens,
what it means is that the board member has to step down, and they are so
committed to the mission that they would want to step down.
Because the reason why they think Advocates for Children and Youth should
exist is so that we can be free of those kind of constraints. And these are
volunteers, and they often times have very high powered jobs. They're very
involved in representing companies or issues as an lawyer, as an accountant.
Just a variety of different ways.
And so we have to be really open with them about the issues that we're involved
in and how they might be conflicting with one of the needs and one of their
clients. And that, unfortunately, does happen where we will find out that we're
involved in an issue where it turns out that a client of a board member has a
contrary position.
And that just means that that board member has to take leave of absence during
that period of time, and hopefully it's just a temporary time, and then they can
come back on. As you might imagine, Advocates for Children and Youth has a lot
of people who are interested in politics and policy that oftentimes means that
they're interested in specific candidates.
They may be interested in certain parties, but we are a 501(c)(3). We can be
very, very aggressive as advocates. We can be pushing the decision makers as
much as we want, but we cannot be partisan. We cannot say we favor
Democrats or Republicans. We cannot be involved in any elections of a particular
candidate for or against a candidate.
© 2013 Laureate Education, Inc. 1
And that means that, as individuals within the office, they need to be clear that
they cannot in any way have us exposed. So, for example, if someone liked a
particular candidate, they could not have a sign for that candidate on their
window that looks out to the public, because to the public that might seem like
Advocates for Children and Youth is promoting that candidate.
And we could lose our tax exempt status for that. So people, as soon as they
understand that and as soon as they understand ...
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2. It’s OK to disagree – but, disagree without being disagreeable. And stay curious
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5. Communicate so you are heard and understood.
6. Define stakeholders broadly and strategically – go beyond compliance
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By advocating and lobbying for a particular purpose the Civil Society Organizations may make democratic changes in the society, changes in the policies and the system in order to help the concerned citizens for which they advocate. The CSOs have a great role in creating the public awareness and they publicly advocate for overcoming some of the problems which the citizens face every day. They articulate the needs of the citizens and the advocate for their resolution. In fact, advocating often starts with detecting and defining the problem or issue for which we want to promote, initiate and propose a change in policy, system and practice.
There are many concrete steps which a CSO can undertake in creating changes in the public awareness and resolution of some of the problems that the citizens in a country face.
Activities through organizing debates, forums, advocating for a certain case, collecting signatures, organizing petitions, public debates, public hearings, testimonies and campaigns can help the CSOs to gain and include more supporters and allies in the process of lobbying and advocating.
CSOs advocate for making certain changes, if it is necessary to amend certain laws which will be of use and in function of citizens in overcoming their problems.
But, CSOs before starting the process of advocating and lobbying should obtain the mandate and legitimacy by citizens, they should get support by them, only that way they have the power to conspire and advocate.
The changes for which the CSOs advocate often are connected with undertaking activities whose purpose is advocating social justice, better justice system vulnerable, marginalized groups and disadvantaged citizens,
implementation of human rights in practice.
CSOs strive to include the agenda they advocate and lobby for in the public to be part of the agenda of the decision makers. By addressing the issue in relation to the Government and Parliament, by receiving citizen and media support, the initiative of a CSO gets significance and fights for that issue to get more attention in the public space.
By receiving public support CSOs become stronger and can ask and insist the decision makers to find a solution to the certain problems. But, it is also important for them to be included in giving suggestions and solutions and continuously to ask for support by the public to implement the solution in practice.
In this process of advocacy and lobby CSOs undertake a concrete action and they offer concrete solutions in order to cause a certain change which will help the citizens to improve some situation in society. The CSOs should convince the decision makers that these suggestions and solutions for which they advocate to be in the best interest of citizens.
This manual for advocacy and lobby should help the CSOs regarding the issue they advocate and lobby for to succeed in creating policies which will be accepted by the decision makers, therefore directly to help the citizens to resolRegional Advocacy Manual Partnership for Reconciliation through Early Childho...
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Advocating for PRECEDEA step-by-step guide to building your own advocacy strategy
Regional Advocacy Manual Partnership for Reconciliation through Early Childhood Education and Development in Europe (PRECEDE)
PDF - Regional Advocacy Manual
By advocating and lobbying for a particular purpose the Civil Society Organizations may make democratic changes in the society, changes in the policies and the system in order to help the concerned citizens for which they advocate. The CSOs have a great role in creating the public awareness and they publicly advocate for overcoming some of the problems which the citizens face every day. They articulate the needs of the citizens and the advocate for their resolution. In fact, advocating often starts with detecting and defining the problem or issue for which we want to promote, initiate and propose a change in policy, system and practice.There are many concrete steps which a CSO can undertake in creating changes in the public awareness and resolution of some of the problems that the citizens in a country face.Activities through organizing debates, forums, advocating for a certain case, collecting signatures, organizing petitions, public debates, public hearings, testimonies and campaigns can help the CSOs to gain and include more supporters and allies in the process of lobbying and advocating.CSOs advocate for making certain changes, if it is necessary to amend certain laws which will be of use and in function of citizens in overcoming their problems.But, CSOs before starting the process of advocating and lobbying should obtain the mandate and legitimacy by citizens, they should get support by them, only that way they have the power to conspire and advocate.The changes for which the CSOs advocate often are connected with undertaking activities whose purpose is advocating social justice, better justice system vulnerable, marginalized groups and disadvantaged citizens,implementation of human rights in practice.CSOs strive to include the agenda they advocate and lobby for in the public to be part of the agenda of the decision makers. By addressing the issue in relation to the Government and Parliament, by receiving citizen and media support, the initiative of a CSO gets significance and fights for that issue to get more attention in the public space.By receiving public support CSOs become stronger and can ask and insist the decision makers to find a solution to the certain problems. But, it is also important for them to be included in giving suggestions and solutions and continuously to ask for support by the public to implement the solution in practice.In this process of advocacy and lobby CSOs undertake a concrete action and they offer concrete solutions in order to cause a certain change which will help the citizens to improve some situation in society. The CSOs should convince the decision makers that these suggestions and solutions for which they advocate to be in the best interest of citizens.This manu100 Original WorkZero PlagiarismGraduate Level Writing Required.docx
100% Original Work
Zero Plagiarism
Graduate Level Writing Required.
DUE: Saturday, March 6, 2021 by 5pm Eastern Standard
Select one of the following topics:
Immigration
Drug legislation
Three-strikes sentencing
Write a 1,250- to 1,400-word paper describing how EACH BRANCH of the government participates in your selected policy.
Format your presentation consistent with APA guidelines.
PLEASE NOTE: There needs to be at least three different peer reviewed literature references
Wikipedia, dictionaries, and encyclopedias are not peer reviewed literature references.
.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docx
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
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1
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• Schools
Unit 3 Discussion Board
How to Write a Policy
2
• Peer groups
• The workplace
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Crime causation has six different theories that describe crime. Click on any of the following to
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2. Social Learning Theory 5. Social Disorganization Theory
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These theories focus on different features of the social environment and they provide different
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1 by Dr. Edward Hale Posted Oct 14, 2019 Th.docx
1
by Dr. Edward Hale
Posted Oct 14, 2019
The Unit 3 Discussion Board (DB) is an exploration of policy writing – and the reasons they are
created.
Policies Address Problems
In your criminal justice career, it is quite possible that you will be tasked with developing a
crime reduction strategy that is based on a crime causation theory. Whether you are in a public
agency or in a private corporation, crime reduction issues are frequently tied to funding sources
of problems. First, the root problem must be identified. Second, a plan must be developed to
address or fix it. Plans frequently turn into policies, if they are found to be effective.
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In this exercise, we will link a policy proposal to a crime causation theory. When working for an
agency, city or private organization, the following would be included:
• The purpose of the policy. What is the underlying problem that necessitates the creation
of a policy?
• What is the overarching theory that is guiding the creation of the policy?
• What are the anticipated benefits?
• Provide a comparison of the benefits and disadvantages of the proposed policy.
• Provide an action plan that shows how it will be implemented.
Whenever you make a proposal, you will get proponents, as well as opponents, of your proposal.
Some people will agree with you and some will disagree. You’ll need to be prepared to describe
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disadvantages to your proposal. A policy proposal will be made to the stakeholders – and you
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jail commanders, community activists or other key players who have a stake in the outcome of
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Let’s return to the issue of crime causation. What is it? Crime causation simply explains the
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environment, which includes:
• The family
• Schools
Unit 3 Discussion Board
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2
• Peer groups
• The workplace
• The community
• Society
Is there a crime fighting strategy (or a policy) that would directly or indirectly address any of
these root causes?
Crime Causation Theories
Crime causation has six different theories that describe crime. Click on any of the following to
read more about them:
1. Strain Theory 4. Labeling Theory
2. Social Learning Theory 5. Social Disorganization Theory
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Some crime causation theories focus on individual differences in crime, while others explain
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MATTHEW JOSEPH: Advocates for Children and Youth is an independent
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much as we want, but we cannot be partisan. We cannot say we favor
Democrats or Republicans. We cannot be involved in any elections of a particular
candidate for or against a candidate.
© 2013 Laureate Education, Inc. 1
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window that looks out to the public, because to the public that might seem like
Advocates for Children and Youth is promoting that candidate.
And we could lose our tax exempt status for that. So people, as soon as they
understand that and as soon as they understand ...
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Regional Advocacy Manual Partnership for Reconciliation through Early Childho...
Regional Advocacy Manual Partnership for Reconciliation through Early Childho...ПРВА ДЕТСКА АМБАСАДА ВО СВЕТОТ МЕЃАШИ
By advocating and lobbying for a particular purpose the Civil Society Organizations may make democratic changes in the society, changes in the policies and the system in order to help the concerned citizens for which they advocate. The CSOs have a great role in creating the public awareness and they publicly advocate for overcoming some of the problems which the citizens face every day. They articulate the needs of the citizens and the advocate for their resolution. In fact, advocating often starts with detecting and defining the problem or issue for which we want to promote, initiate and propose a change in policy, system and practice.
There are many concrete steps which a CSO can undertake in creating changes in the public awareness and resolution of some of the problems that the citizens in a country face.
Activities through organizing debates, forums, advocating for a certain case, collecting signatures, organizing petitions, public debates, public hearings, testimonies and campaigns can help the CSOs to gain and include more supporters and allies in the process of lobbying and advocating.
CSOs advocate for making certain changes, if it is necessary to amend certain laws which will be of use and in function of citizens in overcoming their problems.
But, CSOs before starting the process of advocating and lobbying should obtain the mandate and legitimacy by citizens, they should get support by them, only that way they have the power to conspire and advocate.
The changes for which the CSOs advocate often are connected with undertaking activities whose purpose is advocating social justice, better justice system vulnerable, marginalized groups and disadvantaged citizens,
implementation of human rights in practice.
CSOs strive to include the agenda they advocate and lobby for in the public to be part of the agenda of the decision makers. By addressing the issue in relation to the Government and Parliament, by receiving citizen and media support, the initiative of a CSO gets significance and fights for that issue to get more attention in the public space.
By receiving public support CSOs become stronger and can ask and insist the decision makers to find a solution to the certain problems. But, it is also important for them to be included in giving suggestions and solutions and continuously to ask for support by the public to implement the solution in practice.
In this process of advocacy and lobby CSOs undertake a concrete action and they offer concrete solutions in order to cause a certain change which will help the citizens to improve some situation in society. The CSOs should convince the decision makers that these suggestions and solutions for which they advocate to be in the best interest of citizens.
This manual for advocacy and lobby should help the CSOs regarding the issue they advocate and lobby for to succeed in creating policies which will be accepted by the decision makers, therefore directly to help the citizens to resolRegional Advocacy Manual Partnership for Reconciliation through Early Childho...
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Regional Advocacy Manual Partnership for Reconciliation through Early Childhood Education and Development in Europe (PRECEDE)Precede regional advocacy manual Advocating for PRECEDEA step-by-step guide t...
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By advocating and lobbying for a particular purpose the Civil Society Organizations may make democratic changes in the society, changes in the policies and the system in order to help the concerned citizens for which they advocate. The CSOs have a great role in creating the public awareness and they publicly advocate for overcoming some of the problems which the citizens face every day. They articulate the needs of the citizens and the advocate for their resolution. In fact, advocating often starts with detecting and defining the problem or issue for which we want to promote, initiate and propose a change in policy, system and practice.There are many concrete steps which a CSO can undertake in creating changes in the public awareness and resolution of some of the problems that the citizens in a country face.Activities through organizing debates, forums, advocating for a certain case, collecting signatures, organizing petitions, public debates, public hearings, testimonies and campaigns can help the CSOs to gain and include more supporters and allies in the process of lobbying and advocating.CSOs advocate for making certain changes, if it is necessary to amend certain laws which will be of use and in function of citizens in overcoming their problems.But, CSOs before starting the process of advocating and lobbying should obtain the mandate and legitimacy by citizens, they should get support by them, only that way they have the power to conspire and advocate.The changes for which the CSOs advocate often are connected with undertaking activities whose purpose is advocating social justice, better justice system vulnerable, marginalized groups and disadvantaged citizens,implementation of human rights in practice.CSOs strive to include the agenda they advocate and lobby for in the public to be part of the agenda of the decision makers. By addressing the issue in relation to the Government and Parliament, by receiving citizen and media support, the initiative of a CSO gets significance and fights for that issue to get more attention in the public space.By receiving public support CSOs become stronger and can ask and insist the decision makers to find a solution to the certain problems. But, it is also important for them to be included in giving suggestions and solutions and continuously to ask for support by the public to implement the solution in practice.In this process of advocacy and lobby CSOs undertake a concrete action and they offer concrete solutions in order to cause a certain change which will help the citizens to improve some situation in society. The CSOs should convince the decision makers that these suggestions and solutions for which they advocate to be in the best interest of citizens.This manuSimilar to 10 What does a golfer, tennis player or cricketer (or any othe.docx (20)
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100 Original WorkZero PlagiarismGraduate Level Writing Required.docx
100% Original Work
Zero Plagiarism
Graduate Level Writing Required.
DUE: Saturday, March 6, 2021 by 5pm Eastern Standard
Select one of the following topics:
Immigration
Drug legislation
Three-strikes sentencing
Write a 1,250- to 1,400-word paper describing how EACH BRANCH of the government participates in your selected policy.
Format your presentation consistent with APA guidelines.
PLEASE NOTE: There needs to be at least three different peer reviewed literature references
Wikipedia, dictionaries, and encyclopedias are not peer reviewed literature references.
.
10.11771066480704270150THE FAMILY JOURNAL COUNSELING AND THE.docx
10.1177/1066480704270150THE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / January 2005Lambert / GAY AND LESBIAN FAMILIES
❖ Literature Review—Research
Gay and Lesbian Families:
What We Know and Where to Go From Here
Serena Lambert
Idaho State University
The author reviewed the research on gay and lesbian parents and
their children. The current body of research has been clear and con-
sistent in establishing that children of gay and lesbian parents are as
psychologically healthy as their peers from heterosexual homes.
However, this comparison approach to research design appears to
have limited the scope of research on gay and lesbian families, leav-
ing much of the experience of these families yet to be investigated.
Keywords: gay men; lesbians; parenting; families
The relationships and family lives of gay and lesbian peo-ple have been the focus of much controversy in the past
decade. The legal and social implications of gay and lesbian
parents appear to have clearly affected the direction that
researchers in the fields of psychology and sociology have
taken in regard to these diverse families. As clinicians, educa-
tors, and researchers, counselors need to be aware of and
involved with issues related to lesbian and gay family life for
several reasons. First, our professional code of ethics charges
us with the ethical responsibility to demonstrate a commit-
ment to gaining knowledge, personal awareness, sensitivity,
and skills significant for working with diverse populations
(American Counseling Association, 1995; International
Association of Marriage and Family Counselors, n.d.). Coun-
selors are also in a unique position to advocate for diverse
clients and families in their communities as well as in their
practices but must possess the knowledge to do so effectively
(Eriksen, 1999). It is believed that work in this area not only
has the potential to affect the lives of our gay and lesbian cli-
ents and their children but also influences developmental and
family theory and informs public policies for the future
(Patterson, 1995, 2000; Savin-Williams & Esterberg, 2000).
This article will review the recent research regarding fami-
lies headed by gay men and lesbians. Studies reviewed in-
clude investigations of gay or lesbian versus homosexual par-
ents, sources of diversity among gay and lesbian parents, and
the personal and sociological development of the children of
gay and lesbian parents. Implications for counselors as well
as directions for future research will also be discussed.
GAY AND LESBIAN PARENTS
How Many Are Out There?
Unfortunately, accurate statistics regarding the numbers
of families headed by gay men and lesbians in our culture are
difficult to determine. Due to fear of discrimination in one or
more aspects of their lives, many gay men and lesbians have
carefully kept their sexual orientation concealed—even from
their own children in some cases (Huggins, 1989). Patterson
(2000) noted that it is es.
10.11771066480703252339 ARTICLETHE FAMILY JOURNAL COUNSELING.docx
10.1177/1066480703252339 ARTICLETHE FAMILY JOURNAL: COUNSELING AND THERAPY FOR COUPLES AND FAMILIES / July 2003Fall, Lyons / ETHICAL CONSIDERATIONS
❖ Ethics
Ethical Considerations of Family Secret
Disclosure and Post-Session Safety Management
Kevin A. Fall
Christy Lyons
Loyola University—New Orleans
The ethical issues involved in the disclosure of family secrets in ther-
apy have been addressed in the literature, but the focus has typically
been on secrets disclosed in individual sessions. The literature
largely ignores the ethical issues surrounding in-session disclosure
and the concomitant liability of the family therapist for the post-ses-
sion well-being of the system’s members. This article explores types
of family secrets, provides a case example of in-session disclosure,
and presents ethical considerations and practice recommendations.
Keywords: family secrets; ethics; confidentiality; abuse; safety
A
family without secrets is like a two-year-old without
tantrums: a rarity. Virtually every family has secrets
involving academic problems, relationship dynamics, or even
various illegalities. Secrets permeate the family system
before therapy begins, but with the introduction of the thera-
pist, the system begins to change. The therapist ideally creates
an environment that challenges the boundaries and rules of
the system; this is the nature of therapy. As a result of the
sense of safety within the session, it is conceivable that a fam-
ily member may disclose information that has been hidden for
a wide variety of reasons. Any unearthing of hidden material
will create a disequilibrium within the system. Family thera-
pists are trained to handle the consequences of such a disclo-
sure in session and ethically lay the groundwork for timely
disclosures. Dealing with this disclosure and its impact on the
system often becomes the primary focus of the therapy, as the
perturbation caused by the disclosure can serve as a catalyst to
reorganize the system.
However, not all information is disclosed at the “perfect
time.” In fact, the idiosyncratic internal sensing of safety by
any member of the family may trigger a disclosure prema-
turely. Secrets are such an omnipresent dynamic in the life of
family systems that it seems unlikely that any family therapist
could avoid untimely disclosures. Even in these unpredict-
able moments, a disclosure creates a disequilibrium that can
be productive in the therapy process as the secret and the pro-
cess of maintaining the secret are worked through in an
atmosphere of trust and safety. The ethical question here is
two-fold: What is the therapist’s responsibility in preparing
the family members for the potential risks of counseling that
may arise from such disclosures, and what is the responsibil-
ity of the family therapist to maintain the safety of the mem-
bers after a disclosure?
Although the International Association of Marriage and
Family Counselors’ (IAMFC).
10.11770022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AN.docx
10.1177/0022427803260263ARTICLEJOURNAL OF RESEARCH IN CRIME AND DELINQUENCYWright et al. / CRIMINALLY PRONE INDIVIDUALS
DOES THE PERCEIVED RISK
OF PUNISHMENT DETER
CRIMINALLY PRONE INDIVIDUALS?
RATIONAL CHOICE,
SELF-CONTROL, AND CRIME
BRADLEY R. E. WRIGHT
AVSHALOM CASPI
TERRIE E. MOFFITT
RAY PATERNOSTER
Society’s efforts to deter crime with punishment may be ineffective because those indi-
viduals most prone to commit crime often act impulsively, with little thought for the
future, and so they may be unmoved by the threat of later punishment. Deterrence mes-
sages they receive, therefore, may fall on deaf ears. This article examines this issue by
testing the relationship between criminal propensity, perceived risks and costs of pun-
ishment, and criminal behavior. The authors analyzed data from the Dunedin (New
Zealand) Study, a longitudinal study of individuals from birth through age 26 (N =
1,002). They found that in fact, deterrence perceptions had their greatest impact on
criminally prone study members.
Keywords: deterrence theory; criminal propensity
Society controls its members by threatening punishments, both formal,
such as arrest and imprisonment, and informal, such as social disapproval
and withholding of resources. Policymakers, as well as the general public,
have widely accepted the punishment-as-deterrence doctrine (Liska and
Messner 1999), and so the punishment of criminals, more than other, positive
We thank the Dunedin Study members, their parents, teachers, and peer informants, Dunedin
Unit Director Richie Poulton, and Study founder Phil Silva. We thank HonaLee Harrington and
Colin Baier for research assistance. The Dunedin Multidisciplinary Health and Development Re-
search Unit is supported by the New Zealand Health Research Council. This research received
support from the National Consortium on Violence Research (NCOVR), which is supported un-
der grant #SBR 9513040 from the National Science Foundation, from the William Freeman Vilas
Trust at the University of Wisconsin, from US-NIMH grants MH45070, MH49414, from the
William T. Grant Foundation, and from Air New Zealand.
JOURNAL OF RESEARCH IN CRIME AND DELINQUENCY, Vol. 41 No. 2, May 2004 180-213
DOI: 10.1177/0022427803260263
© 2004 Sage Publications
180
interventions is politically viable under the rubric of “getting tough on
crime.” Given society’s considerable faith in, and resources spent on, punish-
ing wrong-doers, we have a vested interest in knowing whether in fact threat-
ened punishments deter criminal behavior, and so social scientists have long
studied punishment as deterrence (e.g., Beccaria 1963; Becker 1968;
Bentham 1948; Piliavin et al. 1986). Of particular significance is the ques-
tion, Does the threat of punishment differ according to a person’s motivation
or propensity to commit crime?
There are three basic, though seemingly contradictory, answers to this
question that can be derived from the existing literature: (1) All individuals
resp.
10.11770022487105285962Journal of Teacher Education, Vol. 57,.docx
10.1177/0022487105285962Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006Journal of Teacher Education, Vol. 57, No. XX, XXX/XXX 2006
CONSTRUCTING 21st-CENTURY TEACHER EDUCATION
Linda Darling-Hammond
Stanford University
Much of what teachers need to know to be successful is invisible to lay observers, leading to the view
that teaching requires little formal study and to frequent disdain for teacher education programs. The
weakness of traditional program models that are collections of largely unrelated courses reinforce this
low regard. This article argues that we have learned a great deal about how to create stronger, more ef-
fective teacher education programs. Three critical components of such programs include tight coher-
ence and integration among courses and between course work and clinical work in schools, extensive
and intensely supervised clinical work integrated with course work using pedagogies linking theory
and practice, and closer, proactive relationships with schools that serve diverse learners effectively
and develop and model good teaching. Also, schools of education should resist pressures to water
down preparation, which ultimately undermine the preparation of entering teachers, the reputation
of schools of education, and the strength of the profession.
Keywords: field-based experiences; foundations of education; student teaching; supervision; theo-
ries of teacher education
The previous articles have articulated a spectac-
ular array of things that teachers should know
and be able to do in their work. These include
understanding many things about how people
learn and how to teach effectively, including as-
pects of pedagogical content knowledge that in-
corporate language, culture, and community
contexts for learning. Teachers also need to un-
derstand the person, the spirit, of every child
and find a way to nurture that spirit. And they
need the skills to construct and manage class-
room activities efficiently, communicate well,
use technology, and reflect on their practice to
learn from and improve it continually.
The importance of powerful teaching is
increasingly important in contemporary soci-
ety. Standards for learning are now higher than
they have ever been before, as citizens and
workers need greater knowledge and skill to
survive and succeed. Education is increasingly
important to the success of both individuals and
nations, and growing evidence demonstrates
that—among all educational resources—teach-
ers’ abilities are especially crucial contributors
t o s t u d e n t s ’ le a r n i n g . F u r t h e r m o re , t h e
demands on teachers are increasing. Teachers
need not only to be able to keep order and pro-
vide useful information to students but also to
be increasingly effective in enabling a diverse
group of students to learn ever more complex
material. In previous decades, they were
expected to prepare only a small minority for
ambitious intellectual work, whereas they are
now expected to prep.
10.11770011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST M.docx
10.1177/0011000002250638ARTICLETHE COUNSELING PSYCHOLOGIST / March 2003Westefeld, Heckman-Stone / CRISIS INTERVENTION
• PROFESSIONAL FORUM
The Integrated Problem-Solving
Model of Crisis Intervention:
Overview and Application
John S. Westefeld
The University of Iowa
Carolyn Heckman-Stone
Iowa State University
Crisis intervention is a role that fits exceedingly well with counseling psychologists’
interests and skills. This article provides an overview of a new crisis intervention model,
the Integrated Problem-Solving Model (IPSM), and demonstrates its application to a
specific crisis, sexual assault. It is hoped that this article will encourage counseling psy-
chologists to become more involved in crisis intervention itself as well as in research and
training in this important area.
Recently, significant crisis events (e.g., sexual assaults, school shootings,
terrorist attacks, and other violent crimes) have received major media atten-
tion. This has led, among other things, to an increased interest in this topic as
a subspecialty among human service providers (James & Gilliland, 2001). In
addition, it appears that we live in an increasingly fast-paced and technologi-
cal society in which individuals may be less connected with family and other
positive influences than in the past (Pitcher & Poland, 1992). Mental health
professionals need to be prepared to help society cope with such crises, and
counseling psychologists are particularly well suited for this type of interven-
tion. Coping with life transitions, a major focus of counseling psychology
throughout its history, sometimes involves the successful negotiation of cri-
ses (Brown & Lent, 2000). Counseling psychologists are particularly skilled
in promoting self-enhancement among relatively healthy individuals, which
is often the case in crisis situations. In addition, crisis intervention matches
well with counseling psychologists’ skills at implementing brief, problem-
solving, developmental, educational, and self-empowering intervention
approaches.
Relatively few articles have been published in The Counseling Psycholo-
gist concerning crisis intervention and the role of the counseling psycholo-
221
Correspondence concerning this article should be addressed to John S. Westefeld, Coun-
seling Psychology, 361 Lindquist Center, The University of Iowa, Iowa City, IA 52242;
e-mail: [email protected]
THE COUNSELING PSYCHOLOGIST, Vol. 31 No. 2, March 2003 221-239
DOI: 10.1177/0011000002250638
© 2003 by the Division of Counseling Psychology.
gist. Indeed, we believe that the field of counseling psychology has not his-
torically seen itself as working extensively in this area. Interestingly, in
1979—more than 20 years ago—Baldwin published an excellent manuscript
in The Counseling Psychologist, wherein he reviewed crisis theory, discussed
types of crises, and described his own stage model of crisis intervention.
Baldwin’s model consisted of the following major steps: catharsis/assess-
m.
10.1 What are three broad mechanisms that malware can use to propa.docx
10.1 What are three broad mechanisms that malware can use to propagate?
10.2 What are four broad categories of payloads that malware may carry?
10.3 What are typical phases of operation of a virus or worm?
10.4 What mechanisms can a virus use to conceal itself?
10.5 What is the difference between machine-executable and macro viruses?
10.6 What means can a worm use to access remote systems to propagate?
10.7 What is a “drive-by-download” and how does it differ from a worm?
10.8 What is a “logic bomb”?
10.9 Differentiate among the following: a backdoor, a bot, a keylogger, spyware, and a rootkit? Can they all be present in the same malware?
10.10 List some of the different levels in a system that a rootkit may use.
10.11 Describe some malware countermeasure elements.
10.12 List three places malware mitigation mechanisms may be located.
10.13 Briefly describe the four generations of antivirus software.
10.14 How does behavior-blocking software work?
10.15 What is a distributed denial-of-service system?
.
10.0 ptsPresentation of information was exceptional and included.docx
10.0 pts
Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
9.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided.
8.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided.
4.0 pts
Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
0.0 pts
Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided.
10.0 pts
This criterion is linked to a Learning Outcome Definition/Explanation of Selected Concept
25.0 pts
Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
22.0 pts
Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources.
20.0 pts
Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for thi.
10-K1f12312012-10k.htm10-KUNITED STATESSECURIT.docx
10-K
1
f12312012-10k.htm
10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R
Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o
Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware
38-0549190
(State of incorporation)
(I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan
48126
(Address of principal executive offices)
(Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class
Name of each exchange on which registered*
Common Stock, par value $.01 per share
New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act. Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act. Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any, every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter) is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer o Non-accelerated filer o Smaller reporting company o
Indicate by check mark whether the registra.
10-K 1 f12312012-10k.htm 10-K UNITED STATESSECURITIES AN.docx
10-K 1 f12312012-10k.htm 10-K
UNITED STATES
SECURITIES AND EXCHANGE COMMISSION
Washington, DC 20549
FORM 10-K
(Mark One)
R Annual report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the fiscal year ended December 31, 2012
or
o Transition report pursuant to Section 13 or 15(d) of the Securities Exchange Act of 1934
For the transition period from __________ to __________
Commission file number 1-3950
Ford Motor Company
(Exact name of Registrant as specified in its charter)
Delaware 38-0549190
(State of incorporation) (I.R.S. Employer Identification No.)
One American Road, Dearborn, Michigan 48126
(Address of principal executive offices) (Zip Code)
313-322-3000
(Registrant’s telephone number, including area code)
Securities registered pursuant to Section 12(b) of the Act:
Title of each class Name of each exchange on which registered*
Common Stock, par value $.01 per share New York Stock Exchange
__________
* In addition, shares of Common Stock of Ford are listed on certain stock exchanges in Europe.
Securities registered pursuant to Section 12(g) of the Act: None.
Indicate by check mark if the registrant is a well-known seasoned issuer, as defined in Rule 405 of the Securities Act.
Yes R No o
Indicate by check mark if the registrant is not required to file reports pursuant to Section 13 or Section 15(d) of the Act.
Yes o No R
Indicate by check mark if the registrant (1) has filed all reports required to be filed by Section 13 or 15(d) of the Securities
Exchange Act of 1934 during the preceding 12 months (or for such shorter period that the registrant was required to file such
reports), and (2) has been subject to such filing requirements for the past 90 days. Yes R No o
Indicate by check mark whether the registrant has submitted electronically and posted on its corporate Web site, if any,
every Interactive Data File required to be submitted and posted pursuant to Rule 405 of Regulation S-T (§232.405 of this
Page 1 of 216F 12.31.2012- 10K
3/7/2019https://www.sec.gov/Archives/edgar/data/37996/000003799613000014/f12312012-10k.htm
chapter) during the preceding 12 months (or for such shorter period that the registrant was required to submit and post such
files). Yes R No o
Indicate by check mark if disclosure of delinquent filers pursuant to Item 405 of Regulation S-K (§229.405 of this chapter)
is not contained herein, and will not be contained, to the best of registrant’s knowledge, in definitive proxy or information
statements incorporated by reference in Part III of this Form 10-K or any amendment to this Form 10-K. R
Indicate by check mark whether the registrant is a large accelerated filer, an accelerated filer, a non-accelerated filer, or a
smaller reporting company. See definitions of "large accelerated filer," "accelerated filer," and "smaller reporting company" in
Rule 12b-2 of the Exchange Act. Large accelerated filer R Accelerated filer .
10 September 2018· Watch video· Take notes withfor students.docx
10 September 2018
· Watch video
· Take notes with/for students
Zeynep Tufekci TED Talk
“We’re building a dystopia just to make people click on ads”
https://www.ted.com/talks/zeynep_tufekci_we_re_building_a_dystopia_just_to_make_people_click_on_ads?referrer=playlist-the_race_for_your_attention
Keywords from first half
· persuasion architecture
· Algorithms
· Dark posts
· Data brokers
FIRST HALF OF TALK
Profiling people – individual profiles
· AI is tailor-making “ads” for individual
Algorithms – Picking up on human behaviors
· No one (no person) understands the algorithms. But artificial intelligence does, i.e., Facebook and Google
Like taking a cross-section of the brain, and no one knows what she is thinking.
· Only the AI (artificial intelligence) knows.
Artificial Intelligence means
· Internet and technology
· Means that computers can use algorithms and “big data” to learn about an individual
· Facebook and Google, examples of using “persuasion architecture”
Her example of “selling plane tickets to Las Vegas”
· Mania and bipolar people
SECOND HALF OF TALK
“Dark posts”
· Targeting people
· They are not doing public posts; individualized
Good persuasion architecture makes a company successful
· Two parts: Facebook has it; a company can buy it.
Information/news is individualized so that people don’t have the same knowledge or news.
Persuades your political views; who to vote for or not.
· They are not considering your opinion; they are trying to give you an opinion
· Because of a lack of transparency, voters don’t know who are persuading them
Facebook algorithms does not show posts in time order but algorithms selecting which ones to see
· Posts are affecting you emotionally
Reforming the internet/technology?
· We need to take control of the technology, so that information is transparent.
· We need to re-structure the “business model.”
· We should restrict algorithms. For example, not apply algorithms to politicians
· Do not offer data from algorithms to the highest bidder/the biggest company
Week 4
Uniform Crime Report (UCR)
Performance Task
Assignment #1
Quick Links
SCENARIO
TASK
RUBRIC
DOCUMENT LIBRARY
CRJ 105 – Crime and Criminal Behavior
© 2017 Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information and may
not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of Strayer University.
Page 2 of 14
Scenario
In June of 2016 you begin your first week as an intern at the Happy Town Police Department. As
an intern, you develop a good rapport with Police Chief Rodney Hurt.
On the second week of your internship you begin to ask questions (of the police officers you
have been working with at the department) concerning the Uniform Crime Rate. You tell them
you are taking a class at Strayer University and are interested in gaining a better understanding
of.
10 Research-Based Tips for Enhancing Literacy Instruct.docx
10 Research-Based Tips
for Enhancing Literacy
Instruction for Students
With Intellectual
Disability
Christopher J. Lemons, Jill H. Allor, Stephanie Al Otaiba,
and Lauren M. LeJeune
Literacy
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http://tcx.sagepub.com/
TEACHING EXCEPTIONAL CHILDREN | SEPTEMBER/OCTOBER 2016 19
In the past 2 decades, researchers
(often working closely with parents,
teachers, and other school staff
members) have conducted studies that
have substantially increased
understanding how to effectively teach
children and adolescents with
intellectual disability (ID) to read. This
research focus has been fueled by
increased societal expectations for
individuals with ID, advocacy efforts,
and legislative priorities (e.g.,
strengthened accountability standards).
Findings from this body of work
indicate that children and adolescents
with ID can obtain higher levels of
reading achievement than previously
anticipated (Allor, Mathes, Roberts,
Cheatham, & Al Otaiba, 2014). Recent
research also suggests that the historic
focus on functional reading (e.g., signs,
restaurant words) for this population of
learners is likely too limited of a focus
for many (Browder et al., 2009).
Research outcomes suggest that
integrating components of traditional
reading instruction (e.g., phonics,
phonemic awareness) into programs
for students with ID will lead to
increases in independent reading skills
for many (Allor, Al Otaiba, Ortiz, &
Folsom, 2014). These increased reading
abilities are likely to lead to greater
postsecondary outcomes, including
employment, independence, and
quality of life. Unfortunately, many
teachers remain unsure of how to best
design and deliver reading intervention
for students with ID.
We offer a set of 10 research-based
tips for special education teachers,
general education teachers, and other
members of IEP teams to consider when
planning literacy instruction for students
with ID in order to maximize student
outcomes. For each tip, we describe our
rationale for the recommendation and
provide implementation guidance. Our
Literacy Instruction and Support
Planning Tool can be used by team
members to organize information to
guide planning. Our aim is to provide
educators and IEP team members with a
framework for reflecting on current
reading practices in order to make
research-based adjustments that are
likely to improve student outcomes.
The Conceptual Model of Literacy
Browder and colleagues (2009) proposed
a conceptual model for early literacy
instruction for students with severe
developmental disabilities. We believe
their framework provides guidance for
designing and delivering literacy
instruction for all students wit.
10 Strategic Points for the Prospectus, Proposal, and Direct Pract.docx
10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project
Week Two Assignment Instructions DNP 820
Please read the instructions thoroughly
Tutor MUST have a good command of the English language
The Rubric must be followed, and all the requirements met
This is a thorough professor, and she has strict requirements
I have attached the PICOT and the first 10 points (DNP 815) assignment. This is a continuation of that assignment. Please read the attachments
The following needs to be addressed:
Please note the followings: The introduction and the literature review are complete and thorough. The problem statement is written clearly PICOT is clear and very good Sample:
· How will you determine the sample size?
· What are the inclusion/exclusion criteria of the subjects? Methodology: Why is the selected methodology is appropriate? Please justify!
· Data collection approach needs to be clear. How will you collect your data? What is needed here is to describe the process of collecting data form signing the informed consent until completing the measuring.
· Data analysis-What test will you use to answer your research question?
Clinical/PICOT Questions:
“In adult patients with CVC at a Clear Lake Regional Medical Center, does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to standard care over a one-month period?”
P: Patients with Central Venous Catheters
I: Staff re-education related to Hygiene of the hub
C: Other hospitals
O: Reduce probability of CLABSIs
T: Two months
“In Patients > 65 years of age with central line catheters at a Clear Lake Regional Medical Center, how does staff training of key personnel and reinforcement of central line catheter hub hygiene after its insertion, along with the apt cleansing of the insertion site, before every approach compared with other area hospitals, reduce the incidence of CLABSIs (Central Line Associated Blood-stream Infections) over a one-month period?”
P: Patients > 65 years of age with a Central line
I: Staff training and reinforcement of Central Catheter, Hub Hygiene
C: Other area hospitals
O: Reduce probability of CLABSIs
“In adult patients, with define CVC (CVC), does interventional staff education about hub hygiene provided to RN’s who access the CVC impact CLABSI rates compared to pre and post-intervention assessments
1. I used central Missouri as an example, replace with a description of your site.
2. While you might be interested in CLASBI rates as a primary variable, there are other patient outcomes that would also be important to consider
3. Ensure you can find validity and reliability measures on CLASBI rates if you cannot, we need to determine another question to help
4. How are your two comparison groups different, as they are currently stated the groups seem very much the same, could you state, standard care instead of pre and post intervention assessments?
5. One month is the longe.
10 Most Common Err.docx
10 Most Common Errors in Suicide Assessment/Intervention
Robert Neimeyer & Angela Pfeiffer
1. Avoidance of Strong Feelings – Diverting discussions away from powerful, intense
emotion and toward a more abstract or intellectualized exchange. These responses keep
interactions on a purely cognitive level and prevent exploration of the more profound
feelings of distress, which may hold the key to successful treatment. Do not retreat to
professionalism, advice-giving, or passivity when faced with intense depression, grief, or
fear.
• Do not analyze and ask why they feel that way.
• USE empathy! “With all the hurt you’ve been experiencing it must be impossible
to hold those tears in.”
• Tears and sobbing are often met with silence of tangential issues instead of
putting into words what the client is mutely expressing: “With all the pain you’re
feeling, it must be impossible to hold those tears in.”
• “I don’t think anyone really cares whether I live or die.” Helpers often shift to
discussing why/asking questions as opposed to reflecting emotional content.
2. Superficial Reassurance – trivial responses to clients’ expressions of acute distress and
hopelessness can do more harm than good. Rather than reassuring clients, these responses
risk alienating them and deepening their feelings of being isolated in their distress.
• Attempts to emphasize more positive or optimistic aspects of the situation: “But
you’re so young and have so much to live for!”
• Premature offering of a prepackaged meaning for the client’s difficulties: “Well
life works in mysterious ways. Maybe this is life’s way of challenging you.”
• Directly contradicting the client’s protest of anguish: “Things can’t be all that
bad.”
3. Professionalism – Insulating or protecting by distancing and detaching from the brutal,
exhausting realities of clients’ lives by seeking refuge in the comfortable boundaries of role
definition. The exaggerated air of objectivity/disinterest implies a hierarchical relationship,
which may disempower the client. Although intended to put a person at ease, this can come
across as disinterest or hierarchical. Empathy is a more facilitative response.
• “My thoughts are so awful I could never tell anyone” is often met with, “You can
tell me. I’m a professional” as opposed to the riskier, empathic reply.
4. Inadequate Assessment of Suicidal Intent – Implicit negation of suicide threat by
responding to indirect and direct expressions of risk with avoidance or reassurance rather
than a prompt assessment of the level of intent, planning, and lethality. Most common
among physicians and master’s level counselors – due to time pressures, personal theories
or discomfort with intense feelings.
• What they’ve been thinking, For how long, Specific plans/means, Previous
attempts
1
• “There’s nowhere left to turn” and “I’d be better off dead” should be met with
“You sound so miserable. Are y.
10 Introduction Ask any IT manager about the chall.docx
10
Introduction
Ask any IT manager about the challenges in conveying IT risks in terms of business risks, or
about translating business goals into IT goals. It’s a common difficulty, as the worlds of business
and IT do not inherently align. This lack of alignment was unresolved until ISACA developed a
framework called COBIT, first released in 1996. ISACA is an IT professionals’ association
centered on auditing and IT governance. This lab will focus on the COBIT framework. The lab
uses the latest two versions: COBIT 4.1, which is currently the most implemented version, and
COBIT 5, which is the latest version released in June 2012.
Because COBIT 4.1 is freely available at the time of this writing, the lab uses this version to
present handling of risk management. Presentation is done making use of a set of COBIT control
objectives called P09. COBIT P09’s purpose is to guide the scope of risk management for an IT
infrastructure. The COBIT P09 risk management controls help organize the identified risks,
threats, and vulnerabilities, enabling you to manage and remediate them. This lab will also
present how COBIT shifts from the term “control objectives” to a set of principles and enablers
in version 5.
In this lab, you will define COBIT P09, you will describe COBIT P09’s six control objectives,
you will explain how the threats and vulnerabilities align to the definition for the assessment and
management of risks, and you will use COBIT P09 to determine the scope of risk management
for an IT infrastructure.
Learning Objectives
Upon completing this lab, you will be able to:
Define what COBIT (Control Objectives for Information and related Technology) P09 risk
management is for an IT infrastructure.
Describe COBIT P09’s six control objectives that are used as benchmarks for IT risk
assessment and risk management.
Explain how threats and vulnerabilities align to the COBIT P09 risk management definition
for the assessment and management of IT risks.
Use the COBIT P09 controls as a guide to define the scope of risk management for an IT
infrastructure.
Apply the COBIT P09 controls to help organize the identified IT risks, threats, and
vulnerabilities.
Lab #2 Aligning Risks, Threats, and Vulnerabilities to
COBIT P09 Risk Management Controls
11
Copyright © 2015 by Jones & Bartlett Learning, LLC, an Ascend Learning Company. All rights reserved.
www.jblearning.com Student Lab Manual
Deliverables
Upon completion of this lab, you are required to provide the following deliverables to your
instructor:
1. Lab Report file;
2. Lab Assessments file.
12 | LAB #2 Aligning Risks, Threats, and Vulnerabilities to COBIT P09 Risk
Management Controls
Hands-On Steps
Note:
This is a paper-based lab. To successfully complete the deliverables for this lab, you will need access to Microsoft®
Word or another compatible word processor. For some labs, you may also need access to a.
10 Customer Acquisition and Relationship ManagementDmitry .docx
10 Customer Acquisition and Relationship Management
Dmitry Kalinovsky/iStock/Thinkstock
Patronage by loyal customers yields 65 percent of a typical business’ volume.
—American Management Association
Learning Objectives
After reading this chapter, you should be able to do the following:
• Identify how organizational growth is best achieved by an HCO, and state the effect of the product life cycle
on an organization’s revenues.
• Discuss several approaches that an HCO can use to attract new customers, or patients.
• Delineate the premises upon which customer relationship management is based.
• Explain the advantages of database marketing, and identify ways for an organization to use a marketing
database.
• Provide examples of how an HCO can effectively manage real and virtual customer interactions.
Section 10.1Organizational Growth
Introduction
This chapter focuses on how to attract and keep patients through understanding and meeting
their needs. The long-term success of an HCO depends on its ability to attract new patients
and turn them into loyal customers who not only return for needed services, but recommend
the HCO’s services to others. This is especially important because of the nature of the life cycle
for products and services, from their introduction to their decline. Attracting new customers
and keeping existing ones involves interacting internally and externally with patients, analyz-
ing data on current patients, and managing real and virtual interactions with patients. Manag-
ing relationships with patients helps to ensure that patients stay informed and feel connected
to the HCO through its internal and external customer relationship efforts.
10.1 Organizational Growth
Most organizations have growth as a basic goal. Growth means an increase in revenue and
a greater impact on the communities served. Growth also creates opportunities for staff to
advance and take on new responsibilities. While many activities can help an HCO grow, the
most important is the development of an effective marketing plan to provide a consistent
platform for the organization’s visibility and to brand the HCO as an attractive option for
medical services. The development of an effective marketing plan was stressed in Chapter 8
as a basic marketing need for an HCO: that is, to inform new and existing customers of the
organization’s services and to persuade them to continue using or to try using these services.
Product/Service Life Cycles
Like people, products and services have a life cycle. The term product life cycle refers to the
stages that a product or service goes through from the time it is introduced until it is taken
off the market or “dies.” The stages of the product life cycle, illustrated in Figure 10.1, usually
include the following descriptions:
• Introduction—The stage of researching, developing, and launching the product or
service.
• Growth—The stage when revenues are increasing at a fast rate.
• M.
10 ELEMENTS OF LITERATURE (FROM A TO Z) 1 PLOT (seri.docx
10 ELEMENTS OF LITERATURE (FROM A TO Z)
1 PLOT (series of events which make-up a story)
A 5-POINT PLOT SEQUENCE:
Exposition: initial part of a story where readers are exposed to setting and characters.
Situation: event in the story which kicks the action forward and begs for an outcome.
Complication: difficulties faced by characters as they experience internal and external conflicts.
Climax: watershed moment when it becomes apparent that major conflicts will be resolved.
Resolution: (Denouement): tying up of the loose ends of the story.
B SUB-PLOTS: PLOTS BENEATH AND AROUND THE MAJOR PLOT.
Foreshadowing: hints and clues of plot.
Flashback: portion of a plot when a character relives a past experience.
Frame story: plot which begins in the present, quickly goes to the past for story, then returns.
Episodic plot: a large plot sequence that is made up of a series of minor plot sequences.
Plausibility: likelihood that certain events within a plot can occur.
Soap Opera: multiple stories told along the sequence and spaced to sustain continual interest.
2 POINT OF VIEW (eyes through which a story is told)
C First Person major (participant major): narrator is the major character in the story.
First Person minor (participant minor): narrator is a minor character in the story.
Third Person omniscient (non-participant omniscient): narrator is outside the story and capable of
seeing into the heart, mind and motivations of all characters.
Third Person limited (non-participant limited): narrator is outside the story and capable of seeing, at
most, into the heart, mind, and motivations of one character. Narrator is
objective if not omniscient.
3 SETTING (time and place of a story, both physical and psychological)
D Physical (external) Setting: the time and place of a story, general and specific.
Psychological (internal) Setting: mood, tone, and temper of story.
E Major Tempers: Romanticism: man is free to choose against moral, spiritual backdrops. If you make
good decisions, you will be rewarded. There is a God that is in control
Existentialism: man is free to choose absent backdrops other than his own. If he feels it is right, then it is
right.
Naturalism: man is largely trapped, a cog in the impersonal machinery. He has no real way of
changing his circumstances.
Realism: eclectic view, but leaning toward the naturalistic position. Sometimes good things happen to
bad people, and sometimes bad things happen to good people. That is just the way it is.
F Other Tempers: Classicism: Man is free, but appears to be trapped due to conflicting codes.
Transcendentalism: Offshoot of romanticism, nature is a window to divine.
Nihilism: Fallout of either extreme existentialism or naturalism. Life is horrible and painful. It
lacks meaning.
4 CONFLICT (nature of the problems faced)
G Four Universal Conflicts: Person versus self
Pe.
10 ers. Although one can learn definitions favor- able to .docx
10
ers. Although one can learn definitions favor-
able to crime from law-abiding individuals,
one is most likely to learn such definitions
fiom delinquent friends or criminal family
A Theory of sociation members. with These delinquent studies typically others find is the that best as-
Differential predictor of crime, and that these delinquent others partly influence crime by leading the
individual to adopt beliefs conducive to
Association crime (see Agnew, 2000; Akers, 1998; Akers and Sellers, 2004; Waw, 2001 for summaries
of such studies).
Sutherland 's theory has also inspired
Edwin H. Sutherland dnd much additional theorizing in criminology.
Theorists have attempted to better describe
Donald R. Cressey the nature ofthose definitions favorable to vi-
olation of the law (see the next selection in
Chapter 11 by Sykes and Matza). They have
Before Sutherland developed his theory, attempted to better describe the processes by
crime was usually explained in t e r n ofmul- which we learn criminal behavior from oth-
tiple factors-like social class, broken homes, ers (see the description o f social learning the-
age, race, urban or rural location, and mental ory by Akers in Chapter 12). And they have
disorder. Sutherland developed his theory of drawn on Sutherland in an effort to explain
differential association in an effort to explain group differences in crime rates (see the Wolf-
why these various factors were related to gang and Ferracuti and Anderson selections
crime. In doing so, he hoped to organize and in this part). Sutherland's theory o f differen-
integrate the research on crime u p to that tial association, then, is one of the enduring
point, as well as to guide future research. classics in criminology (for excellent discus-
Sutherlandk theory is stated in the f o m o f sions ofthe current state o f differential asso-
nine propositions. He argues that criminal ciation theory, see Matsueda, 1988, and Waw,
behavior is learned by interacting with oth- 2001).
ers, especially intimate others. Criminals
learn both the techniques of committing
crime and the definitions favorable to crime References
from these others. The s k t h proposition> Agnew Robe*. '2000. "Sources of Mminality:
which f o r n the heart of the theory, states Strain and Subcultural Theories." In Joseph F.
that 'h person becomes delinquent because of Sheley (ed.), Criminology: A Contemporary ,
an excess of definitions favorable to law vio- Handbook, 3rd edition, pp. 349-371. Belmont,
lation over definitions unfavorable to viola- CA: Wadsworth.
tion oflaw."According to Sutherland, factors Akers, Ronald L. 1998. Social Learning and So-
such as social class, race, and broken homes cia1 Structure: A General Theory of Crime and
influence crime because they affect the likeli- Deviance. Boston: Northeastern University
hood that individuals willdssociate with oth- Press.
ers who present definitions favorable to Akers, Ronal.
10 academic sources about the topic (Why is America so violent).docx
10 academic sources about the topic (Why is America so violent?)
*Address all 10 academic sources in the literature review
*What have they added to the literature?
*End literature review with "What has not been addressed is.... "and with "What I'm Addressing....." (I am addressing that overpopulation is the main reason America is so violent).
*Literature review should be a minimum of 2-2 1/2 pages
Attached are my 10 academic sources.
.
10 citations are distributed in a document below. Use these 10 s.docx
10 citations are distributed in a document below. Use these 10 sources to:
A. Convert each citation to proper Turabian style
footnote
format. Keep the ten entries in the order given. Number the entries 1-10.
Then
B. Convert each citation to proper Turabian style
bibliography
format. Alphabetize the entries by the author’s last name.
Submit this assignment as one document.
.
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- 1. 10 What does a golfer, tennis player or cricketer (or any other professional sportsperson) focus on to achieve high performance? They nearly always give the same answer: “Repeat my process (that is the process they have practised a million times) – replicate it under real pressure and trust in my ability” That’s why Matthew Lloyd throws the grass up under the roof at Etihad Stadium. It is why Ricky Ponting taps the bat, looks down, looks up and mouths “watch the ball”. It’s unnecessary for Matthew Lloyd to toss the grass. There’s no wind under the roof – it’s simply a routine that enables him to replicate his process under pressure. Ricky Pointing knows you have to watch the ball. Ponting wants the auto pilot light in his brain to fl ick on as he mutters “watch the ball”. High performance in sport is achieved through focusing on your processes, not the scores. It is absolutely no different in local government. Our business is governance and we need to be focusing very hard on our governance processes. We need to learn these processes, modify them when necessary, understand them deeply, repeat them under pressure and trust in our capabilities to deliver. If we do that, the scores will look after themselves. I want to share with you my ten most important elements in the governance process. Let me fi rst say that good governance is the set of processes, protocols, rules, relationships and
- 2. behaviours which lead to consistently good decisions. In the end good governance is good decisions. You could make lots of good decisions without good governance. But you will eventually run out of luck – eventually, bad governance process will lead to bad decisions. Consistently good decisions come from good governance processes and practices. Good governance is not only a prerequisite for consistently good decisions, it is almost the sole determinant of your reputation. The way you govern, the ‘vibe’ in the community and in the local paper about the way you govern is almost the sole determinant of your reputation. Believe me, if reputation matters to you, then drive improvements through good governance. So here are the ten core elements: 1. THE COUNCIL PLAN An articulate council plan is a fundamental fi rst step to achieving your goals. It is your set of promises to your community for a four-year term. Unfortunately, there are too many wrong plans: • Claytons Plans – say too little and are too bland. Delete the name of the council from these plans and you can’t tell whose it is! There’s no ‘vibe’ at all. • Agreeable Plans – where everyone gets their bit in the plan. There’s no sense of priorities, everyone agrees with everything in the plan and we save all the real fi ghts and confl icts to be fought out one by one over the four-year term. • Opposition-creating Plans – we don’t do this so often but we
- 3. sometimes ‘use the numbers’ to enable the dominant group of councillors to achieve their goals and fail to accommodate the non-dominant group’s agenda at all. Accordingly, we create an opposition and assign these councillors to the opposition benches for the council term. An articulate council plan is the least you owe your citizens. 2. POLICY DEVELOPMENT As a sector we undertake too little policy development which supports the achievement of our strategic goals. Yet goals or objectives are what we want to achieve. For example, economic prosperity, environmental sustainability, community safety and cohesion are all goals. Strategies are simply ideas on how to achieve goals. For example, if economic prosperity is our goal then attracting new investment is one of the ‘get there’ strategies. Policies are council ‘rules’ or ‘boundaries’ that establish a specifi c treatment of a general circumstance. For example, if our goal is economic prosperity and our strategy is investment attraction then our policy might be “no rates for fi ve years for new businesses employing more than 50 people”. There is much too little policy development in the pursuit of council goals. 3. COMMUNITY ENGAGEMENT We all make mistakes in this area, but here are my fi ve top tips: (a) It works best when underpinned by a previously articulated
- 4. and understood strategic vision – • People need understand where we are headed before they are comfortable discussing how we get there. • The strategic vision, the big picture, creates legitimacy for the many decisions, some controversial, along the journey. (b) There is no place for spin. This is all about transparency – it’s not so much what we decided at last week’s council meeting but why we reached that decision. There are four reasons to engage – • Are we keeping promises (accountability)? • Are we grasping new opportunities (leadership)? 18 | GN | FEBRUARY/MARCH 2010 STEPS TO GOOD GOVERNANCE You know that good governance is important, but how does your council get there? Philip Shanahan has some simple solutions. [Vision 2010.] 10STEPS GOVERNANCE
- 5. FEBRUARY/MARCH 2010 | GN | 19 • Can people infl uence decisions (participation)? • Can people access services and opportunities (access and inclusion)? (c) Repetition and simplicity – we compete for people’s attention in this marketplace. When you are sick of telling them, they’ve just started listening. (d) Be clear about the engagement you seek. Use an accredited model like the International Association for Public Participation’s system to match the kind of community input you are really seeking with the engagement strategy you are employing. (e) Be multi faceted. All the tools at our disposal are appropriate in different situations. Try using Twitter, blogging or just delivering an A4-sheet to every home in a street about to be reconstructed to tell them how much it costs, who is the contractor, why the street needs a total makeover and who to ring with problems. 4. CEO MANAGEMENT Some still don’t understand the fundamental importance of properly managing the CEO. There is absolutely no place for ‘folksy’ arrangements. And those who treat CEO performance management light-heartedly or without rigour don’t understand the power of the process to achieve real results.
- 6. 5. COUNCIL MEETINGS The single most important governance activity which forges a governance reputation is the council meetings. They create the governance vibe in your municipality. Some tips: (a) Fill each agenda with strategic, broad issues straight from the council plan. If people aren’t talking about the issues in the pub, why are these issues on your agenda? I get annoyed when people congratulate themselves on a quick council meeting – aren’t there any problems in those municipalities? Quality agendas need quality planning and preparation. (b) Every council meeting should demonstrate who is in charge – by the way, councillors are – so: • Staff don’t talk much. • No ‘received’ or ‘to be noted’ recommendations – every report must invite councillor intervention. • Interventions from councillors need to be organised – who is the council ‘whip’? • Every report includes sound expert advice, information and evidence. • Always be briefed, agree on no surprises or ambushes. 6. REPRESENTATIVE GOVERNANCE Most thinking about governance is about corporate governance – councillors acting as a council. However, the electoral system seems to mimic state and federal governments – councillors feel like a representative. Citizens treat councillors as a representative.
- 7. They reckon they are a constituent. Local governments must develop sophisticated systems and protocols that enable councillors to handle constituent representations. However, those systems and protocols need to protect and enhance corporate governance – not undermine it. 7. STEWARDSHIP AND BUSINESS MANAGEMENT Councillors have an obligation to act in the long-term best interests of the municipality. That’s stewardship. So: • Monitor progress • Manage assets • Leave the municipality in better state than you found it • Understand the long term implications of decisions • Manage risks • Strive to improve service effectiveness and effi ciency. 8. RELATIONSHIPS Relationships are usually affected by behaviours. Where behaviour causes collateral damage to relationships we often get people in the decision making process ‘playing the man not the ball’. That is, being in confl ict with a person instead of their opinion. Poor relationships, regrettably, usually result in lousy decisions. Councillors and their colleagues are all on the government benches – relationships usually matter. 9. ADVOCACY It’s very important to your community. We already know that a signifi cant improvement in your community’s rating of your advocacy effort will almost always be accompanied by improved ratings for all of your services and your overall performance.
- 8. Advocacy works best when it comes from previous articulated strategic positions. In other words, if something is really important to your community, it ought to be in your council plan. ‘Left fi eld’ advocacy is seldom appreciated and sometimes a downright failure. 10. ETHICS This is obvious. If they think you are dodgy, your good governance reputation is in tatters. If in some circumstance you feel confl icted, remember two things. Firstly, how would you feel if the whole story was on the front page of the local paper – except your side of the story. Secondly, use your instincts and intuition to help you decide what is best. Then check the rules very carefully. If you only look at the rules, you’re bound to get confused and miss the point. So those are my ten key concepts. Good governance isn’t so hard – it just deserves our careful attention. “WE NEED TO LEARN THESE PROCESSES, MODIFY THEM WHEN NECESSARY, UNDERSTAND THEM DEEPLY, REPEAT THEM UNDER PRESSURE AND TRUST IN OUR CAPABILITIES TO DELIVER.” PHILIP SHANAHAN IS A FORMER CEO OF DAREBIN CITY COUNCIL.
- 9. HE HAS WORKED IN LOCAL AND STATE GOVERNMENT FOR 30 YEARS Copyright of Government News is the property of Intermedia Group Pty Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.